Abstract This paper used the self-edited Senior High School Students' Core Literacy Status Questionnaire to conduct a large-scale survey of chemistry discipline core literacy for the first time among 36 519 senior high school students from 4 schools in 16 cities (including autonomous prefectures) in Hubei province. The results showed that the core literacy of high school students was generally good, among which the macro-identification and micro-analysis literacy level was the highest, the evidence reasoning and model cognitive literacy level was the lowest; the boys' chemistry core literacy and their performance in five dimensions were significantly higher than girls; the personal dimension of high school students was the primary influencing factor, followed by the school dimension, although the overall family dimension had little influence, the family economic status had a greater impact on the chemistry discipline core literacy; the chemistry learning strategies, chemistry learning motivation and chemistry learning adaptability had a significant impact on the chemistry discipline core literacy and its five dimensions, which were strong influencing factors; there was a difference between predicted ranking results of factors influencing core literacy and actual investigation results.
LI Jia, LI Yun-Shuang, SUN Xu. Status and Influencing Factors of Senior High School Students' Chemistry Discipline Core Literacy[J]. , 2019, 40(19): 61-67.
